There are two types of prepositions in ASL. One is the use of a classifier phrase in which the prepositional information is already embedded in a classifier predicate.
The other type is the ASL prepositions independent of the other ASL words, such as "in", inside", etc.
Juli had used the ASL preposition in lately. For example, Juli wore sunglasses on her face and referred to them, ix-me like ix-these in your house. That is, she enjoyed wearing her sunglasses inside our house.
Another example, frog sticker in father house. For the next weeks, she used "in" reguarly.
Juli also understood the concept of "too" or "also" that she used in her sentences. For example, ix-me forget to-toothbrush; you forgot to-toothbrush too.
She has been playing a princess lately. ix-me princess now.
The other day she put her clothes on but the cloth was small. She told me, ix-me grow fast, ooh! where "ooh!" was signed as "oop!" but in this context, "ooh!" made sense more.
Juli had her new hybrid snow/rain boots. She told what she thought: rain boots, ix-me like ix-these rain boots, (nodding).
The other day, Juli had to go to school but she was dawdling. I reminded her that I had to go to work on time. She noted you go-to work, me go-to mouse, father go-to mouse too. Juli referred the mouse to the Mouse Chuck's restaurant.
Some of the following new words or phrases that Juli used this week: none #tv ix-there, father not come-here; yes watch #tv your home, ix-me need color pens (for the colorbook), and some more shown in the video above.
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This documentation project follows a baby's language acquisition, literacy development, and phonological acquisition in sign language, specifically ASL, week by week from gazing at birth to manual babbling, to first words just before the first birthday in a natural native-ASL environment and visual culture.
The second-year and third-year documentation continues to follow the same child's language and phonological acquisition and literacy development in ASL on a weekly basis from the one-word stage to two-word and multiple utterances.
The documentary continues to follow the same child's ASL language and literacy development on a regular basis from age three to four. It surveys ASL phonological acquisition and more complex utterances.
These posts on ASL-English bilingualism, language acquisition, and bilingual education may be of an interest for parents who raise a bilingual-bimodal child in ASL (or another signed language) and English (or another written and/or spoken language of its respective) as well as informative and educational for ASL specialists, educators, and professionals.